Primary School Teachers' Experiences on The Process of Teaching Mathematics with The Digital Storytelling Method

Abstract

In this study, it was aimed to analyze primary school teachers’ experiences on mathematical education prepared with digital storytelling, and in this regard, phenomenological research design was utilized. Using the criterion sampling method among purposive sampling methods, a study group consisting of 25 primary school teacher teachers was chosen. The obtained data was analyzed by means of content analysis method. As a result of the research, it is seen that, according to statement of the primary school teachers, digital stories can be used in the mathematical lessons for being attention-grabbing, at introduction phase for activating prior knowledge, at development phase for allowing students to take active role in the process and at evaluation phase for helping to repeat subjects and identify the learning losses. Additionally, it was indicated by them that digital stories can be used in teaching of numbers and operations as well as geometry and measurement that are parts of mathematics curriculum. It was emphasized by the primary school teachers that the need of technological equipment and materials should be met during teaching process conducted with digital storytelling. Expressing that digital stories should be prepared in a way to allow students’ active participation based on their interests, needs and individual differences, it was also highlighted by the primary school teachers that it is important to support the process with concrete materials and increase the number of digital stories for different subjects. [ABSTRACT FROM AUTHOR]